May/June 2017 – Vol. 29 No. 7

NGSS March Madness Edition – a Sports Analogy

Posted: Wednesday, April 1st, 2015

by Peter A’Hearn

Imagine this scenario:

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You sign your daughter up to be on an elementary age basketball team. After several weeks, you ask your kid how they like playing basketball. Your kid says they never play basketball, they run drills. You ask the coach when they will play basketball and the coach says, “They aren’t good enough to play basketball yet. They really don’t have the skills down, they can’t dribble well, shoot well, pass well, and can barely run any plays.” Then you ask when they will be ready to play basketball and the coach answers, “Oh probably in 10 or 12 years they will have learned enough to play the game.”

My guess is that you would immediately take your kid out of that team and put her on a team where she got to play. The play wouldn’t be great, the games would be at times painful to watch, but the kids would get the play the game. You can insert any after-school activity into this scenario – art lessons, music, chess club, any sport. We all understand that you have to play the game to learn the game, even if it’s not done with expertise.

Sometimes in school we forget this. In many traditional science courses there was a brief introduction to the “scientific method” at the beginning of the year, where students did an experiment that was likely not related to the content the kids were going to learn. Maybe they did an occasional lab where they had to follow a series of step by step procedures carefully to get the “right” answer. Mostly, for the rest of the year students learned content and skills without getting to “do science.” This is much like being on a basketball team that never plays basketball.

 

The NGSS asks us to have students doing science constantly. Every one of the performance expectations specifies which science or engineering practice students should be engaged in. Some of the resistance to NGSS from inside the classroom and outside is based on the idea that students won’t have enough content knowledge to “do science” well. This is from the Fordham Foundation’s unfavorable review of the NGSS:

The purpose of K–12 science standards, therefore, is not primarily to encourage mastery of “practices” or to encourage “inquiry-based learning.” Rather, the purpose is to build knowledge first so that students will have the storehouse of information and understanding that they need to engage in the scientific reasoning and higher level thinking that we want for all students.

This is from a recent Twitter exchange on #NGSSchat:

“what’s the point of chem if it can’t be used to solve real world problems?”

“LOL! You can’t solve ANY problems without a fundamental base!”

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To me this is exactly the same thinking as the imaginary coach who doesn’t think the kids can play basketball until their skills are proficient. Students do need skills and they need knowledge. They need to practice and they need to run drills. But they also need to play, so they will care about the hard work, so they will see how the parts of the game fit together, and so they have fun.

So in the spirit of NGSS, let the students play. Let them question, model, design and re-design, experiment, argue, and explain. It will be frustrating. They will forget everything they have been taught. They will do everything the wrong way. Things might get broken. But they will also do brilliant and unexpected things. You will find yourself cheering. It will be as meaningful and joyful as kids playing ball.

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.

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CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Finding My Student’s Motivation of Learning Through Engineering Tasks

Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

It’s 8:02 and the bell rings. My students’ walk in and pick up an entry ticket based on yesterday’s lesson and homework. My countdown starts for students to begin…3, 2, 1. Ten students are on task and diligently completing the work, twenty are off task with behaviors ranging from talking up a storm with their neighbors to silently staring off into space. This was the start of my classes, more often than not. My students rarely showed the enthusiasm for a class that I had eagerly prepared for. I spent so much time searching for ways to get my students excited about the concepts they were learning. I wanted them to feel a connection to the lessons and come into my class motivated about what they were going to learn next. I would ask myself how I could make my class memorable where the kids were in the driver’s seat of learning. Incorporating engineering made this possible. Learn More…

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.